THE SCHOOL BOARD OF ST. LUCIE COUNTY, FLORIDA DOMAIN 1
Lesson Segments Involving Routine Events
Name:
Position:
Work Site:
DATE:
School Year:
Observer:
Design Question #1: What will I do to establish and communicate learning goals, track student
progress, and celebrate success?
1. Providing Clear Learning Goals and Scales (Rubrics)
The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of performance
relative to the learning goal.
Teacher Evidence
 Teacher has a learning goal posted so that all students can see it
 The learning goal is a clear statement of knowledge or information as opposed to an activity or assignment
 Teacher makes reference to the learning goal throughout the lesson
 Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it
 Teacher makes reference to the scale or rubric throughout the lesson
Student Evidence
 When asked, students can explain the learning goal for the lesson
 When asked, students can explain how their current activities relate to the learning goal
 When asked, students can explain the meaning of the levels of performance articulated in the scale or rubric
Scale Levels: (choose one)
Innovating
Applying
Developing
Beginning
Not Using
Not Applicable
Scale
Innovating
Providing clear
learning goals
and scales
(rubrics)
Adapts and
creates new
strategies for
unique student
needs and
situations.
Applying
Developing
Beginning
Provides a clearly
stated learning
goal accompanied
by a scale or rubric
that describes
levels of
performance and
monitors students
understanding of
the learning goal
and the levels of
performance.
Provides a clearly
stated learning goal
accompanied by a
scale or rubric that
describes levels of
performance.
Uses strategy
incorrectly or with
parts missing.
Applying
Developing
Beginning
In addition to
providing a clearly
stated learning goal
accompanied by a
scale or rubric that
describes levels of
performance, how
can you monitor
students
understanding of
the learning goal
and the levels of
How can you
provide a clearly
stated learning
goal accompanied
by a scale or
rubric that
describes levels of
performance?
Not Using
Strategy was
called for but not
exhibited.
Reflection Questions
Innovating
Providing clear
learning goals
and scales
(rubrics)
What are you
learning about
your students as
you adapt and
create new
strategies?
DOMAIN 1
Lesson Segments Involving Routine Events
Page 1 How might you
adapt and create
new strategies for
providing clearly
stated learning
goals and rubrics
that address the
unique student
needs and
situations?
Not Using
How can you
begin to
incorporate some
aspects of this
strategy into your
instruction?
PER0168.3 Rev. 10/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY, FLORIDA performance?
2. Tracking Student Progress
The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment.
Teacher Evidence
 Teacher helps student track their individual progress on the learning goal
 Teacher uses formal and informal means to assign scores to students on the scale or rubric depicting student status on the
learning goal
 Teacher charts the progress of the entire class on the learning goal
Student Evidence
 When asked, students can describe their status relative to the learning goal using the scale or rubric
 Students systematically update their status on the learning goal
Scale Levels: (choose one)
Innovating
Applying
Developing
Beginning
Not Using
Not Applicable
Scale
Innovating
Tracking
student
progress
Adapts and
creates new
strategies for
unique student
needs and
situations.
Applying
Developing
Beginning
Facilitates tracking
of student
progress using a
formative
approach to
assessment and
monitors the
extent to which
students
understand their
level of
performance.
Facilitates
tracking of
student progress
using a formative
approach to
assessment.
Uses strategy
incorrectly or with
parts missing.
Not Using
Strategy was
called for but not
exhibited.
Reflection Questions
Innovating
Applying
Developing
How might you
adapt and create
new strategies for
facilitating
tracking of
student progress
using a formative
approach to
assessment, that
address unique
student needs
and situations?
In addition to
facilitating
tracking of
student progress
using a formative
approach to
assessment, how
can you monitor
the extent to
which students
understand their
level of
performance?
Tracking
student
progress
What are you
learning about
your students as
you adapt and
create new
strategies?
DOMAIN 1
Lesson Segments Involving Routine Events
Page 2 Beginning
How can you
facilitate tracking
of student
progress using a
formative
approach to
assessment?
Not Using
How can you
begin to
incorporate some
aspects of this
strategy into your
instruction?
PER0168.3 Rev. 10/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY, FLORIDA 3. Celebrating Success
The teacher provides students with recognition of their current status and their knowledge gain relative to the learning goal.
Teacher Evidence
 Teacher acknowledges students who have achieved a certain score on the scale or rubric
 Teacher acknowledges students who have made gains in their knowledge and skill relative to the learning goal
 Teacher acknowledges and celebrates the final status and progress of the entire class
 Teacher uses a variety of ways to celebrate success




Show of hands
Certification of success
Parent notification
Round of applause
Student Evidence
 Student show signs of pride regarding their accomplishments in the class
 When asked, students say they want to continue to make progress
Scale Levels: (choose one)
Innovating
Applying
Developing
Beginning
Not Using
Not Applicable
Scale
Innovating
Celebrating
success
Adapts and
creates new
strategies for
unique student
needs and
situations.
Applying
Developing
Beginning
Provides students
with recognition
of their current
status and their
knowledge gain
relative to the
learning goal and
monitors the
extent to which
students are
motivated to
enhance their
status.
Provides students
with recognition
of their current
status and their
knowledge gain
relative to the
learning goal.
Uses strategy
incorrectly or with
parts missing.
Applying
Developing
Beginning
How might you
adapt and create
new strategies for
providing
students with
recognition of
their current
status and their
knowledge gain
relative to the
learning goal that
address unique
student needs
and situations?
In addition to
providing
students with
recognition of
their current
status and their
knowledge gain
relative to the
learning goal,
how can you
monitor the extent
to which students
are motivated to
enhance their
status?
Not Using
Strategy was
called for but not
exhibited.
Reflection Questions
Innovating
Celebrating
success
What are you
learning about
your students as
you adapt and
create new
strategies?
DOMAIN 1
Lesson Segments Involving Routine Events
Page 3 How can you
provide students
with recognition
of their current
status and their
knowledge gain
relative to the
learning goal?
Not Using
How can you
begin to
incorporate some
aspects of this
strategy into your
instruction?
PER0168.3 Rev. 10/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY, FLORIDA Student Interviews
Student Questions:



What learning goal did today’s lesson focus on?
How well are you doing on that learning goal?
Describe the different levels you can be at on the learning goal.
DOMAIN 1
Page 4 Lesson Segments Involving Routine Events
PER0168.3 Rev. 10/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY, FLORIDA Design Question #6: What will I do to establish and maintain classroom rules and procedures?
4. Establishing Classroom Routines
The teacher reviews expectations regarding rules and procedures to ensure their effective execution.
Teacher Evidence
 Teacher involves students in designing classroom routines
 Teacher uses classroom meetings to review and process rules and procedures
 Teacher reminds students of rules and procedures
 Teacher asks students to restate or explain rules and procedures
 Teacher provides cues or signals when a rule or procedure should be used
Student Evidence
 Students follow clear routines during class
 When asked, students can describe established rules and procedures
 When asked, students describe the classroom as an orderly place
 Students recognize cues and signals by the teacher
 Students regulate their own behavior
Scale Levels: (choose one)
Innovating
Applying
Developing
Beginning
Not Using
Not Applicable
Scale
Innovating
Establishing
classroom
routines
Adapts and
creates new
strategies for
unique student
needs and
situations.
Applying
Establishes and
reviews
expectations
regarding rules
and procedures
and monitors the
extent to which
students
understand the
rules and
procedures.
Developing
Establishes and
reviews
expectations
regarding rules
and procedures.
Beginning
Uses strategy
incorrectly or with
parts missing.
Not Using
Strategy was
called for but not
exhibited.
Reflection Questions
Innovating
Applying
Developing
Beginning
Not Using
How might you
adapt and create
strategies for
establishing and
reviewing
expectations,
rules, and
procedures that
address unique
student needs
and situations?
In addition to
establishing and
reviewing
expectations
regarding rules
and procedures,
how can you
monitor the extent
to which students
understand the
rules and
procedures?
How can you
establish and
review
expectations
regarding rules
and procedures?
How can you
begin to
incorporate some
aspects of this
strategy into your
instruction?
Establishing
classroom
routines
What are you
learning about
your students as
you adapt and
create new
strategies?
DOMAIN 1
Lesson Segments Involving Routine Events
Page 5 PER0168.3 Rev. 10/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY, FLORIDA 5. Organizing the Physical Layout of the Classroom
The teacher organizes the physical layout of the classroom to facilitate movement and focus on learning.
Teacher Evidence
 The physical layout of the classroom has clear traffic patterns
 The physical layout of the classroom provides easy access to materials and centers
 The classroom is decorated in a way that enhances student learning:

Bulletin boards relate to current content

Students work is displayed
Student Evidence
 Students move easily about the classroom
 Students make use of materials and learning centers
 Students attend to examples of their work that are displayed
 Students attend to information on the bulletin boards
 Students can easily focus on instruction
Scale Levels: (choose one)
Innovating
Applying
Developing
Beginning
Not Using
Not Applicable
Scale
Innovating
Organizing the
physical layout
of the
classroom
Adapts and
creates new
strategies for
unique student
needs and
situations.
Applying
Developing
Beginning
Not Using
Organizes the
physical layout of the
classroom to facilitate
movement and focus
on learning and
monitors the impact
of the environment on
student learning.
Organizes the
physical layout of
the classroom to
facilitate movement
and focus on
learning.
Uses strategy
incorrectly or with
parts missing.
Strategy was
called for but not
exhibited.
Reflection Questions
Innovating
Organizing the
physical layout
of the
classroom
What are you
learning about
your students as
you adapt and
create new
strategies?
Applying
Developing
Beginning
Not Using
How might you adapt
and create new
strategies for
organizing the
physical layout of the
classroom to facilitate
movement and focus
on learning that
address unique
student needs and
situations?
In addition to
organizing the
physical layout of
the classroom to
facilitate movement
and focus on
learning, how can
you monitor the
impact of the
environment on
student learning?
How can you
organize the
physical layout of
the classroom to
facilitate
movement and
focus on learning?
How can you
begin to
incorporate
some aspects of
this strategy into
your instruction?
Student Interviews
Student Questions:


What are the regular rules and procedures you are expected to follow in class?
How well do you do at following the rules and procedures and why?
DOMAIN 1
Page 6 Lesson Segments Involving Routine Events
PER0168.3 Rev. 10/11
THE SCHOOL BOARD OF ST. LUCIE COUNTY, FLORIDA _____________________________________
Observer
Date
DOMAIN 1
Page 7 Lesson Segments Involving Routine Events
_____________________________________
Teacher
Date
PER0168.3 Rev. 10/11